Religion and Public Education

Sermon copyright (c) 2025 Dan Harper. As delivered to First Parish in Cohasset. The sermon as delivered contained substantial improvisation. The text below has typographical errors, missing words, etc.

Readings

The first reading was the poem “Theme for English B” by Langston Hughes.

The second reading was from the essay “The Need of an Industrial Education in an Industrial Democracy” by John Dewey:

“It is no accident that all democracies have put a high estimate upon education; that schooling has been their first care and enduring charge. Only through education can equality of opportunity be anything more than a phrase. Accidental inequalities of birth, wealth, and learning are always tending to restrict the opportunities of some as compared with those of others. Only free and continued education can counteract those forces which are always at work to restore, in however changed a form, feudal oligarchy. Democracy has to be born anew every generation, and education is its midwife.” [John Dewey, Manual Training and Vocational Education (1916)]

Sermon: “Religion and Public Education”

Unitarian Universalism has a long history of being concerned with public education. This begins at least as far back as the work of Horace Mann, a Unitarian who served as Secretary of Education in Massachusetts in the mid-nineteenth century, and did more than anyone to establish the idea of universal, free, non-sectarian public schools as the norm in the United States. Our own congregation was also deeply involved in public education in the mid-nineteenth century; we allowed our then-minister, Joseph Osgood, to serve as the superintendent of the town’s schools while he was serving as minister. Osgood worked tirelessly at the local level for the same goal of universal, free, non-sectarian schools.

The involvement of Unitarians, and to a lesser extent Universalists, in public education continued through the late twentieth century. Many Unitarians became teachers; many Unitarians served on their local school boards; and Unitarians also advocated tirelessly for universal, free, non-sectarian public education at the national and state levels. Our reasons for doing so are fairly straightforward. We Unitarian Universalists believe that public schools are essential for a strong democracy; and we believe in democracy as the governmental system best designed to help us establish a society oriented towards truth and goodness. We are well aware that both democracy and public education are imperfect vehicles for helping to establish a society devoted to truth and goodness. Both democracy and public education can be diverted away from truth and goodness, towards lesser goals like personal gain and power politics. But, to paraphrase the old saying, so far they’re better than any other system anyone has come up with. And public education is essential to democracy because an informed electorate is essential to democracy.

Besides, we Unitarian Universalists are idealists, in the sense that we believe in the perfectibility of humanity. As the Unitarian minister Theodore Parker said, and as Martin Luther King, Jr., later paraphrased, the moral arc of the universe may be long, but it bends towards justice. Thus the reasons why we Unitarian Universalists support public education are fairly straightforward. I’d like to review with you some of our past support for public education, and then I’d like to talk about why we should recommit ourselves to public education.

And by looking back at education in Cohasset, we can see how far we’ve come. Prior to about 1830, those who wanted their children to have more than basic literacy had to pay for their children’s schooling. Younger children paid to attend “dame schools,” often taught by a widow who needed income. For young teens who wanted the equivalent of a high school education, Jacob Flint, minister at First Parish until 1835 and one of the few people in town with a college education, would prepare students for college for a fee. There was also the Academy, a private school organized in 1796 by well-to-do parents who wanted to prepare their children for college. Cohasset finally established a public high school in 1826. At first, the town’s high school was so poorly funded that it shared a teacher with the Academy, and only operated when the Academy was not in session.

Cohasset finally established a school board in 1830, and that committee slowly improved the town’s public education offerings. By 1840, the “dame schools” had mostly given way to publicly funded primary education. It took longer to establish a year-round high school; it wasn’t until 1847 that the town finally provided funding to keep high school open for all year.

When our congregation hired Joseph Osgood as our minister in 1842, we specifically chose him because he had a background in education. According to town historian Victor Bigelow, Joseph Osgood brought about “uniform teaching and systematic promotion in our schools.” Osgood established graded classrooms and regular oversight of teachers. To support his efforts, Osgood could point to the work of Horace Mann. To train teachers, Mann had founded three so-called “normal schools” across the state; one of these normal schools was in Bridgewater (now Bridgewater State University). Mann also published “The Common School Journal,” a periodical filled with practical advice and best practices. No doubt Joseph Osgood read “The Common School Journal,” and (when he could) hired his teacher from the Bridgewater normal school.

Of special interest to us today, given what’s going on in public education elsewhere in the United States, is that both Osgood and Mann believed that publicly funded education should be non-sectarian. This did not mean that Horace Mannn believed that religion should be excluded from the public schools; it only meant that no one denomination or sect should have control over what was taught. In 1848, Mann wrote: “our system earnestly inculcates all Christian morals; it founds its morals based on religion; it welcomes the religion of the Bible; and, in receiving the Bible, it allows it to do what it is allowed to do in no other system — to speak for itself. But here it stops, not because it claims to have compassed all truth; but because it disclaims to act as an umpire between hostile religious opinions.”(1)

I think Mann was wrong in saying that public schools should be founded on Christian morals. In his own day, there were Jews and freethinkers in Massachusetts who did not wish to have their children inculcated with Christian morals. Even among the Christians of Massachusetts, it proved impossible to find common ground. Roman Catholics felt that Massachusetts public schools taught Protestant Christianity, with the result that they established Catholic parochial schools to provide appropriate schooling for their children; indeed, Catholics sometimes referred to public schools as “Protestant parochial schools.”

Yet although I don’t agree with everything that was done by the mid-nineteenth century educational reformers, people like Horace Mann and Joseph Osgood, I give them credit for greatly extending the reach of free public schools. Here in Cohasset, Joseph Osgood provided leadership to extend the school year, and to open the schools to as many children as possible. Over time, other educational reformers worked to further extend the reach of the public schools, and to further reform the content of public schooling.

One of those reformers was one of my personal heroes, Elizabeth Palmer Peabody. A Unitarian and a teacher, Peabody became interested in the education of young children. She traveled to Europe to learn about a new educational approach called kindergarten. Peabody and other educators helped to establish kindergarten as an accepted part of the public school system, extending free schooling down to five-year-olds.

One of the people Elizabeth Palmer Peabody trained was Lucy Wheelock, who went on to found Wheelock College. My mother got her teacher training at Wheelock College while Lucy Wheelock was still active, and thus had a direct connection to Elizabeth Palmer Peabody. My mother was both a career schoolteacher and a lifelong Unitarian, and I’d like to use my mother’s example to talk about the connection between mid-twentieth century Unitarians and public education.

Unitarianism in the mid-twentieth century was deeply influenced by the Progressive movement. Please note that what was meant by “Progressive” back then is not what is meant by the adjective “progressive” today. The Progressives of that time (spelled with a capital “P”) wanted to reform human society: they believed in the essential goodness of human beings; they believed in the capacity of human beings to progressively establish a more just and humane society; they believed in the power of reason; they believed in democracy. They differed from today’s progressives (spelled with no capital “P”) in that the older Progressives founded their Progressivism in their liberal religious outlook; by contrast many of today’s progressives either have no religious outlook, or they try to divorce their religious outlook from their politics. I’d even say that the earlier Progressivism was not so much a political movement as it was a religious movement.

The wars and economic disasters of the mid-twentieth century caused many people to abandon Progressivism, to abandon their hope for progressively establishing a more humane and just human society. These other people turned to a grim view of humanity, and a grim view of human society; we can see some of this grimmer outlook in today’s political progressives.

But we Unitarians and the Universalists, and some other liberal religious groups, held on to our belief that human beings are basically good. We held on to our belief that human society can be improved through human effort. My mother was one of that generation of mid-twentieth century Unitarians who believed we could make the world better. Like so many Unitarians of her generation, she and her twin sister both trained to become teachers. This was a classic strategy of Progressivism: to reform the world through education. With their sunny view of human nature, my mother and her twin were drawn to John Dewey’s educational philosophy. Dewey said that it was through public education that we could establish a truly democratic society. Dewey taught that “only free and continued education can counteract those forces which are always at work to restore, in however changed a form, feudal oligarchy.”

My mother’s idealism was quickly tested. She got her first job right after the Second World War ended, teaching kindergarten in the public schools in Fort Ticonderoga, New York. In 1946, Fort Ticonderoga was a backwater. At the end of her first year of teaching, the school principal told her that if she wanted to continue teaching in Fort Ticonderoga, she would have to begin to use corporal punishment. This went against my mother’s belief in progressive education. She found another job.

She wound up teaching in the Wilmington, Delaware, public schools when those schools were being desegregated. Once while she was walking down the street with her class, some men drove by and shouted racial slurs because she, a White woman, was holding the hand of a Black kindergartener.(2) The Progressive Unitarian teachers of the mid-twentieth century believed, with John Dewey, that “Democracy has to be born anew every generation, and education is its midwife.” In the 1950s and 1960s, the crisis in democracy centered on racial segregation; and educators and education were the midwives to a very messy birth of equal access to the public schools, all in service of strengthening democracy.

Today, seventy-five years later, we face a different educational crisis, and we Unitarian Universalists are still trying to figure out how to respond. The current presidential administration is in the news this week with their efforts to dissolve the U.S. Department of Education. While this act grabbed the headlines, it’s actually just one event in a longer history of efforts to privatize education. These efforts can be traced in part back to the work of the influential economist Milton Friedman. In 1955, about the time when thugs were shouting racial epithets at my mother, Milton Friedman wrote an essay titled “The Role of Government in Education,” in which he advocated for what he called school choice, based on a voucher system. School choice has been widely adopted both by both political and religious conservatives, and by political and religious liberals. Friedman’s ideas for school choice are rooted in his notion that economic freedom is the crucial freedom that a democracy needs to flourish.

We are in the process of discovering some of the downsides to school choice as promoted by Milton Friedman. School choice policies have encouraged for-profit companies to get involved in education. In theory, this is not a bad thing, but it has led to a definite tendency to establish financial profit as the most important goal of a school, rather than education. School choice also means that one city can see separate schools reflecting the values of a small group of families rather than the wider community. In theory, this is not a bad thing, and indeed Unitarian Universalists have used school choice to establish charter schools that reflect their ideals and values. But this goes against the notion that public schools are where we can learn to live with people who are different from us, an essential skill in a democracy.

At the same time, school choice could be a useful tool for promoting educational reform, because it allows for the testing of innovative ideas. If school vouchers existed in the day of Elizabeth Palmer Peabody, perhaps she might have established a charter school to demonstrate that kindergartens really do benefit young children. Similarly, we can imagine John Dewey establishing a charter school, to show that the educational methods he first tried out in the University of Chicago laboratory school could also work in a public school.

And we do face some serious educational problems today. For example, the quality of the schooling a child gets depends a great deal on what city or town they live in. In 2023, the high school graduation rate in Cohasset, where I now live, was 98.3%; in that same year, the high school graduation rate in New Bedford, where I used to live, was 78.6%.(3) Nor can this disparity be explained solely by the per-pupil expenditures; for while Cohasset does spend more, at $23,212.40 per pupil in 2023, New Bedford is not that far behind, at $20,943.37 per pupil in 2023. The reasons behind these educational disparities in Massachusetts are hotly debated, and I’m certainly not qualified to end that debate. My point is simply this: educational reform is still necessary to ensure that all children have equal access to education, and to ensure an informed electorate which is necessary for democracy.

Unitarian Universalists used to see education as a key area where we could make a difference in helping to improve human society. After all, we are one of the top two or three most-educated of all religious groups; thus not only do we place a high value on education ourselves, but our educational attainments mean we should be able to help strengthen the educational system of this country. And as a religious group, we remain committed to education, both as a way to strengthen democracy, and as a way to allow human potential to flourish.

Yet it feels to me as though Unitarian Universalism, as a wider movement, has drifted away from seeing education as a key area where we can make a difference. In the past couple of decades, I’ve heard lots of Unitarian Universalists talk about their commitment to social justice, but I’ve rarely heard a Unitarian Universalist say that their commitment to social justice led them to get elected to their local School Committee, or try to influence state or local policy on education. Similarly, in the past couple of decades, I’ve often heard older Unitarian Universalists encouraging young people to go to college to “get a good job”; much less often have I heard older Unitarian Universalists encouraging young people to go to college so they can become teachers. And in our denominational publications, I read quite a bit about how we should be active in promoting justice, but I don’t read much about the importance of teachers and teaching and education.

Our own congregation is better at seeing education as a central way for us to make a difference. We have quite a few teachers and educators in our congregation, and we honor them and their profession. I’ve listened to older Unitarian Universalists in our congregation encourage young people to follow careers in teaching. A primary part of our mission as a congregation is operating Carriage House Nursery School, a progressive educational institution providing innovation in the area of outdoors education for young children. I should also mention that our congregation provides state-of-the-art comprehensive sexuality education for early adolescents and a week-long ecology day camp; these are both small programs, but they fill an educational need here in Cohasset.

In these and other ways, we’re continuing Joseph Osgood’s legacy. We still consider teaching and education to be a central part of our purpose; we still consider teaching and education to be a central part of how we contribute to the betterment of human society. It might be worth our while to be a little more forthcoming about taking credit for all the ways our congregation supports public education, supports early education, supports teachers, supports other kinds of education — and for us to be a little more forthcoming in taking credit for the way we are thus supporting and strengthening democracy.

Notes

(1) Horace Mann, Life and Works of Horace Mann, vol. III, ed. Mary Mann, “Annual Report on Education for 1848,” pp. 729-730.
(2) I don’t know when exactly this took place. My mother left Wilmington, Del., c. 1956; I can’t find out when primary schools were desegregated. One source I consulted said that desegregation didn’t occur until after the 1954 Supreme Court ruling; see: Matthew Albright, “Wilmington has long, messy education history”, The [Wilmington, Del.] News Journal, 10 June 2016 accessed 22 March 2025 https://www.delawareonline.com/story/news/education/2016/06/10/wilmington-education-history/85602856/
(3) The Massachusetts Department of Education has a website where you can compare educational outcomes between school districts: go to the “DESE Directory of Datasets and Reports” webpage, click on “School and district performance summaries.” https://www.mass.gov/info-details/dese-directory-of-datasets-and-reports#school-and-district-performance-and-indicators-

Math and Religion

Sermon copyright (c) 2025 Dan Harper. As delivered to First Parish in Cohasset. The sermon as delivered contained substantial improvisation. The text below has too many typographical errors, missing words, etc., because I didn’t have time to make the necessary corrections.

Readings

The first reading was an excerpt from the essay “A Mindful Beauty” by the mathematician Joel E. Cohen, from the September, 2009, issue of American Scholar.

“My grade-school education in mathematics included a strict prohibition against mixing apples and oranges. As an adult buying fruit, I often find it convenient to mix the two. If the price of each is the same, the arithmetic works out well. The added thrill of doing something forbidden, like eating dessert first, comes free. In any case, the prohibition against combining apples and oranges falls away as soon as we care about what two subjects, different in some respects, have in common.

“I want to mix apples and oranges by insisting on the important features shared by poetry and applied mathematics. Poetry and applied mathematics both mix apples and oranges by aspiring to combine multiple meanings and beauty using symbols. These symbols point to things outside themselves, and create internal structures that aim for beauty. In addition to meanings conveyed by patterned symbols, poetry and applied mathematics have in common both economy and mystery. A few symbols convey a great deal. The symbols’ full meanings and their effectiveness in creating meanings and beauty remain inexhaustible….

“The differences between poetry and applied mathematics coexist with shared strategies for symbolizing experiences. Understanding those commonalities makes poetry a point of entry into understanding the heart of applied mathematics, and makes applied mathematics a point of entry into understanding the heart of poetry. With this understanding, both poetry and applied mathematics become points of entry into understanding others and ourselves as animals who make and use symbols.”

The second reading was from the poem “Equation” by Caroline Caddy:

…working through difficult equations
was like walking
in a pure and beautiful landscape —
the numbers glowing
like works of art….

The third reading was from a letter written by Albert Einstein, as printed in Albert Einstein, the Human Side: New Glimpses from His Archives (Princeton Univ. Press, 1979):

“If something is in me which can be called religious then it is the unbounded admiration for the structure of the world so far as our science can reveal it.”

Sermon: “Math and Religion”

In honor of Pi Day, which was yesterday, I’d like to talk this morning about the connection of mathematics and religion. The right-wing Christians who make so much noise these days keep trying to tell us that religion has nothing to do with either math or science. But the connection between mathematics and religion in Western culture predates Christianity, and goes back to the ancient Greeks.

The first great mathematician in Western culture was Pythagoras. Pythagoras is best known today for the theorem known as the Pythagorean theorem: in a right triangle, the square of the hypotenuse is equal to the squares of the two other sides. But Pythagoras was not just a mathematician. He also founded a religious community, which was remarkable for combining serious mathematical and scientific inquiry with some fairly strange religious beliefs.

Pythagoras was born in Greece, on the island of Samos. As a young man, he traveled around the Mediterranean Sea seeking learning and wisdom. He supposedly learned arithmetic from the Phoenicians, geometry from the Egyptians, and astronomy from the Chaldeans. He also learned some interesting religious rituals. Tradition tells us that the Egyptians didn’t want to teach him about geometry, so to dissuade him they made him follow strict religious rituals. But Pythagoras wanted to learn the secrets of geometry, and followed all the rituals carefully. So Pythagoras learned his math and science along with religious ritual.(1) Mind you, religion was not the same as it is today.(2) Rather than being focused on personal belief in a transcendent god, religion primarily consisted of ritual, most of promoted social cohesion.

In addition, much of what passed for scientific investigation in that time took place in what we would call religious communities. This actually makes a lot of sense. If you want to gather enough data to be able to predict eclipses — one of the major scientific achievements in Pythagoras’s day, and one which he was directly involved in — then you need a stable community that can support people who spend their time observing the night sky; a community that can collect and safely store data over fairly long periods of time; and a community that brings together people who learn from one another and strive together for the truth. In fact, this kind of community still lies at the root of scientific and mathematical progress. If you’re doing math or science, you have to be in a community of peers that can review your work; that’s how scientific progress happens. Pythagoras not only learned in such communities, he brought the concept back to Greece, and founded his own religious community.

The Pythagorean community was governed by a set of rules, such as the rule prohibiting the consumption of beans.(3) Pythagoras was convinced of the transmigration of souls, and he thought the movement of souls took place through bean plants. There mix of “semi-scientific observation” with superstition sounds alien to us today, but as one scholar puts it, “a network of cleverly designed reasons, with the doctrine of the transmigration of souls at its center, held the whole system together….”(4) Today we would not call this science, but it does represent the beginnings of science.

And the Pythagorean community managed to come up with some pretty interesting discoveries in math and science. The Pythagorean community discovered the connection between numbers and music; predicted eclipses; developed the idea of numbers as shapes, as in the square of a number or the cube of a number; and with the Pythagorean theorem helped lay the foundations for geometrical proof later perfected by Euclid. Finally, Pythagoras is supposed to have said that “all things are numbers,” which in a generous interpretation resembles the way science today uses mathematics to model reality.(5)

Also noteworthy is that the Pythagorean community admitted women as members.(6) By today’s standards we would doubtless consider the Pythagorean community to be hopelessly sexist, but by the standards of their day they were unbelievably progressive. Women in the Pythagorean community contributed to the theoretical work of the community, and wrote their own treatises. This may be the earliest recognition that women have just as much to contribute to math and science as men; a fact that certain elements in today’s scientific and mathematical communities are still trying to accommodate themselves to.(7)

We also get our word “theory” from the ancient Greek word “theoria.” For the Pythagorean community, “theoria” meant a kind of “passionate sympathetic contemplation” that came out of mathematical knowledge; it represented a kind of “ecstatic revelation.”(8) While I am not especially adept at mathematics, this does describe the feeling I’ve gotten at times when I’ve finally managed to follow a proof of a challenging theory — a very satisfying feeling that comes upon perceiving something that’s really true and good and beautiful and unchanging. Right-wing Christians would be horrified to hear me say this, but this is indeed a kind of religious experience.

This brings me to Kurt Godel, the next mathematician I’d like to talk about. You may have heard of Godel from the bestselling book Godel, Escher and Bach: An Eternal Golden Braid, written in 1979 by Douglas Hofstader. However, I first encountered Godel in 1981 when I took an introductory course in mathematical logic. This class was designed to give us enough background so that we could follow the proof of Kurt Godel’s famous incompleteness theorems.

I remember being blown away by the implications of Godel’s incompleteness theorems. The first incompleteness theorem can be summarized like this: “Any consistent formal system F within which a certain amount of elementary arithmetic can be carried out is incomplete; i.e., there are statements of the language of F which can neither be proved nor disproved in F.”(9) What I took from Godel was this: that within a logically consistent system like arithmetic, you have to accept some statements that cannot be proven within that system. And even though you might be able to construct another logically consistent theorem that would allow you to prove those unproved axioms, there would be other axioms that you couldn’t prove within that second system.

Godel’s theorems obviously have implications for mathematics, but Godel himself believed that they had also implications for all human thought. John W. Dawson, a mathematician and biographer of Godel, put it this way, quoting in part from one of Godel’s lectures:

“[Godel] believed [there was] a disjunction of philosophical alternatives. Either ‘the working of the human mind cannot be reduced to the working of the brain, which to all appearances is a finite machine,’ or else ‘mathematical objects and facts … exist objectively and independently of our mental acts and decisions.’ Those alternatives were not … mutually exclusive. Indeed, Godel was firmly convinced of the truth of both.”(10)

If Godel was correct, this becomes very interesting. First, if the human mind is indeed something more than the workings of the brain, what is that something more? Perhaps this is no unlike what the ancient Pythagoreans called “soul.” We Unitarian Universalists affirm the inherent worthiness and dignity of every personality. In this sense, we agree with Godel that human beings, and other sentient beings, are something more than mere machines.

Second, if mathematical objects exist objectively and independently of our mental acts, what does that mean for science? Most of us these days believe that mathematics is useful because it creates models to help us understand the physical world. We typically believe that the greatness of the mathematics in Einstein’s theory of relativity, for example, is that the mathematics helps us understand observations made in real world scientific experiments. But Godel understood mathematical objects to have an independent existence. Since they are not bound to things in the real world, these pure mathematical objects are not perceived through the usual senses. We intuit them directly, through our minds. Compare this to Ralph Waldo Emerson. Emerson, a Unitarian who remains the biggest single influence on , was a Transcendentalist who said that we could directly apprehend truth and beauty. Thus, we Unitarian Universalists are like Godel in that we have a tendency to think that we can apprehend truth directly with our minds.

This brings me to the third and last mathematician I’d like to talk about: Karen Uhlenbeck, a Unitarian Universalist who also happens to be one of the greatest of living mathematicians. Uhlenbeck received a MacArthur “genius grant” in 1982, and in 2019 became the first woman to win the Abel Prize, the most prestigious prize in mathematics. The Abel award cited Uhlenbeck for “her pioneering achievements in geometric partial differential equations, gauge theory and integrable systems, and for the fundamental impact of her work on analysis, geometry and mathematical physics.”(12)

Sadly, I don’t have the background to understand Uhlenbeck’s mathematical achievements.(13) I did discover, however, that she has spoken about the connection between mathematics and introspection, and between mathematics and community. Both introspection and community are characteristic of Unitarian Universalist notions of religion, and I wondered if this might represent a connection between mathematics and religion.

Not long after she was announced as the winner of the Abel Prize, Uhlenbeck was asked if she though success in mathematics is partly due to concentration. She replied, “I think you can’t do mathematics without the ability to concentrate. But also, that’s where the fun is, the rest of the world fades away and it’s you and the mathematics.” In that same interview, Uhlenbeck said: “You struggle with a problem, it can be over a period of years, and you suddenly get some insight. You’re suddenly seeing it from a different point of view and you say: ‘My goodness, it has to be like that.’ You may think all along that it has to be like that, but you don’t see why, and then suddenly at some moment you see why it is true….”(14)

To me, the way Uhlenbeck describes what it feels like to solve mathematical problems sounds similar to how people who have meditation or mindfulness practices describe their epxeriences. The process goes something like this: you concentrate, and the world fades away, and it’s just you and something beyond yourself. Then, if you concentrate long enough, you may have an “aha” experience that really feels out of the ordinary, where you feel like you’ve seen something new and (dare I say it) beautiful. So I emailed Uhlenbeck to ask if she thought there was a similarity between doing math and doing meditation. She replied, in part: “When I try to meditate, I usually end up thinking about math. They are very similar.”(15)

Indeed, this experience occurs in many different pursuits. In the first two readings, mathematician Joel E. Cohen and poet Caroline Caddy both find a deep connection between poetry and mathematics, because both “create internal structures that aim for beauty.”(16) In these kinds of experiences, we use symbols to help us perceive the beauty and order of the universe. The poets and mathematicians have the original insights, and then we ordinary folks can experience some of the same wonder by following the mathematical proof, or reading the poem, or reading one of Ralph Waldo Emerson’s essays. Although right-wing Christians would disagree, I would call these religious experiences.

Mathematics and religion are also connected in that human community is central to both. Most obviously for mathematics, when a mathematician thinks they have done some original work in mathematics, they have to write it up and publish it so that their work can be reviewed by other mathematicians. Individual mathematicians may work alone, but overall mathematical progress happens in community, as mathematicians check each other’s work, and then build upon the work of others.

Religion also requires human community, for much the same reasons. Take Ralph Waldo Emerson as an example. Emerson had one or two insights on religious matters, and wrote them up in an essay he titled “Nature.” When he first published the essay, some people thought it was brilliant and others thought it was garbage. Over time and after much discussion, a consensus arose that Emerson really had come up with some genuine insights into religion. Still others came along and extended Emerson’s insights, including people like Henry David Thoreau.(17) Emerson’s new ideas first had to be carefully considered by a human community, and then extended by other people.

Karen Uhlenbeck refers aspect of human community in an interview. When Uhlenbeck was doing postdoctoral work at the University of California in Berkeley in the 1960s, she found herself in the midst of tumultuous political activity concerning the Vietnam War, women’s rights, and so on. Uhlenbeck had always thought of mathematics as somehow separate from politics. But, she told an interviewer, “I was startled to see the politics appear in the math department. It was eye-opening to me… up until that time I had seen mathematics as a very bookish thing and that what went on in the mathematical community had nothing to do with the life out there on the streets, and this is not true.” In other words, Uhlenbeck realized that mathematics is a human activity that’s done by humans. This means that “all of what goes on between humans appears in the mathematics community, perhaps toned down quite a bit, but it’s not a world of pure brains, people behaving rationally and unemotionally.” (18)

One of the very human problems in the mathematics community that Uhlenbeck became aware of was that nearly all mathematicians were men. She told one interviewer, “if I had been five years older, I could not have become a mathematician because disapproval would be so strong.”(19) Thus while human community is necessary, human community also has problems that must be addressed. If you’re a mathematician, you can’t just take the human community for granted, you have to be willing to confront the faults and problems of that human community. Obviously, the same is true for any human community, including religious communities.

In today’s world, we have a strong tendency to separate religion from mathematics and science. Yet by so doing, I think we place unwarranted restrictions on religion. The right-wing Christians are wrong — religion, religious experience and activity, can not be restricted to the very narrow sphere of personal belief in a transcendent god. Religion includes the introspection that occurs not only in meditation and centering prayer and mindfulness practice, but also introspection of doing math and science. Religion and mathematics can both result in ecstatic experiences that come when you gain insight into truth. Both religion and mathematics are rooted in human community. And while you, personally, may not have ecstatic experiences or pursue introspective practices, yet as a part of a human community we accept the differences between us, and try to lrean from those differences.

Notes

(1) Christopher Riedwig, Pythagoras: His Life, Teaching, and Influence, p. 8.
(2) See, e.g., Brent Nongbri, Before Religion: A History of Modern Concept, Yale Univ. Press, 2013.
(3) Bertrand Russell, The History of Western Philosopy, p. 32.
(4) Riedwig, p. 71.
(5) Russell, p. 35.
(6) Much of what follows is taken from Sarah B. Pomeroy, Pythagorean Women: Their History and Writings, Johns Hopkins Univ. Press, 2013.
(7) See, for example, the 2005 remarks of Lawrence Summers, then president of Harvard University. According to the Harvard Crimson, “Summers’ Comments of Women and Science Draw Ire” (14 Jan. 2005, article by Daniel J. Hemel), Summer said “the under-representation of female scientists at elite universities may stem in part from ‘innate’ differences between men and women….” Admittedly, this is not precisely what Summers said, but for a good discussion of the implications of Summers’s remarks, see “What Larry Summers Said — and Didn’t Say,” Swarthmore College Bulletin, Jan. 2009, article signed “D.M.,” available online: https://www.swarthmore.edu/bulletin/archive/wp/january-2009_what-larry-summers-said-and-didnt-say.html
(8) Russell, p. 33. The OED says that “theoria” refers to contemplation, including the contemplation of beauty.
(9) Panu Raatikainen, “Godel’s Incompleteness Theorems,” Stanford Encyclopedia of Philosophy (Spring 2022 ed.), ed. Edward N. Zalta, https://plato.stanford.edu/archives/spr2022/entries/goedel-incompleteness/ accessed 15 March 2025. For an explanation of both Godel’s proof, and its implications, designed for the intelligent layperson, see: Ernest Nagel and James R. Newman, Godel’s Proof, New York Univ. Press, 1958; this book is available to read online at the Internet Archive: https://archive.org/details/gdelsproof00nage/page/n5/mode/2up
(10) John W. Dawson Jr., Logical Dilemmas: The Life and Work of Kurt Godel, p. 198.
(12) Isaac Chotiner, “A Groundbreaking Mathematician on the Gender Politics of Her Field,” New Yorker, 28 March 2019.
(13) For those who do have the background to understand Uhlenbeck’s work, a discussion of her achievements in variational problems in differential geometry is freely available online in Simon Donaldson, “Karen Uhlenbeck and the Calculus of Variations,” Notices of the American Mathematical Society, March 2019, pp. 303-313 DOI: https://doi.org/10.1090/noti1806. There may well be other such technical summaries available online and not hidden behind paywalls.
(14) Bjørn Ian Dundas and Christian Skau, “Interview with Abel Laureate Karen Uhlenbeck,” Notices of the American Mathematical Society, March 2020 [reprint of an interview originally published in Newsletter of the European Mathematical Society, September 2019], p. 400.
(15) Karen Uhlenbeck, personal communication, 11 Feb. 2025.
(16) Joel E. Cohen, “A Mindful Beauty,” American Scholar, September 2009.
(17) As an aside on Emerson: In his book The American Evasion of Philosophy (Univ. of Wisconsin, 1989), Cornell West argues that Emerson also lies at the root of the American philosophical tradition: “The fundamental argument of this book is that the evasion of epistemology-centered philosophy — from Emerson to Rorty — results in a conception of philosophy as a form of cultural criticism in which the meaning of America is put forward by intellectuals in response to distinct social and cultural crises.” (p. 5) Our Unitarian Universalist religious tradition is directly influenced by this philosophical tradition.
(18) Isaac Chotiner, “A Groundbreaking Mathematician on the Gender Politics of Her Field,” New Yorker, 28 March 2019.
(19) Ibid. A side note: To help inspire more young women to go into mathematics, Uhlenbeck wrote an essay for the book Journeys of Women in Science and Engineering: No Universal Constants, ed. Susan A. Ambrose, Temple Univ. Press, 1997, pp. 395 ff.; this essay is freely available on her website here: https://web.ma.utexas.edu/users/uhlen/vita/pers.html.

Visual of text and mathematical formulae.
An excerpt from Simon Donaldson’s article mentioned in the Notes.

Inner peace

Sermon copyright (c) 2025 Dan Harper. As delivered to First Parish in Cohasset. The sermon as delivered contained substantial improvisation. The text below may have typographical errors, missing words, etc., because I didn’t have time to make any corrections.

Readings

The first reading was from a commentary on Psalm 23 by Rabbi Adin Steinsaltz. This is an interpretation of the phrase, “He restores my soul.”

“The root of the Hebrew word yeshovev, translated here as ‘He restores,’ sometimes means ‘to grant rest,’ but its basic meaning is ‘to return.’ When one’s soul is troubled or worried, it is not at peace, as though it is not in its natural place, but distanced and dislocated. When the soul returns to its true place, the result is inner peace.

The second reading was from the Confucian classic, The Great Learning, translated by A. Charles Muller, professor emeritus of the University of Tokyo:

The way of great learning consists in manifesting one’s bright virtue, consists in loving the people, consists in stopping in perfect goodness.
When you know where to stop, you have stability.
When you have stability, you can be tranquil.
When you are tranquil, you can be at ease.
When you are at ease, you can deliberate.
When you can deliberate you can attain your aims.
Things have their roots and branches, affairs have their end and beginning. When you know what comes first and what comes last, then you are near the Way [of the Great Learning].

The third reading was “The Peace of Wild Things,” a poem by Wendell Berry:

When despair for the world grows in me
and I wake in the night at the least sound
in fear of what my life and my children’s lives may be,
I go and lie down where the wood drake
rests in his beauty on the water, and the great heron feeds.
I come into the peace of wild things
who do not tax their lives with forethought
of grief. I come into the presence of still water.
And I feel above me the day-blind stars
waiting with their light. For a time
I rest in the grace of the world, and am free.

Sermon: “Inner Peace”

For us Unitarian Universalists, the third reading this morning, the poem “The Peace of Wild Things” by Wendell Berry, might be one of our most popular visions of how we might achieve inner peace. The poem tells us that when we are overwhelmed by despair and fear, we should go outside, find a pond where wild ducks and heron live, and there we can find peace.

This poem reminds me of the book Walden by Henry David Thoreau. Walden tells the story of how Thoreau went and spent two years living next to Walden Pond, a small deep pond of clear still water. There’s a back story to Thoreau’s stay at Walden Pond. While he lived there, he was writing a book about a boat trip he and his brother had taken some years before. His brother had died of tetanus a couple of years before Thoreau went to live at Walden. I’ve always imagined that part of the purpose behind living right next to a pond “where the wood drake / rests in his beauty on the water” was to allow Thoreau to regain the inner peace that had been overwhelmed by his brother’s sudden death at a young age.

Nor is this idea of finding peace in wild places limited to Wendell Berry and Henry Thoreau. Many of us in this congregation will say that when we need respite from the cacophony of current events and the stress of day to day life, we take a walk in the woods. We are lucky here on the South Shore that even though we live in an area with a high density of human population, we also have lots of relatively wild places where we can “come into the peace of wild things / who do not tax their lives with forethought / of grief.”

As much as I personally like going outside to seek the peace of wild things (as Wendell Berry puts it), there are people for whom it doesn’t necessarily work to seek inner peace by being out in Nature. Some people just don’t find it peaceful to spend spend time outdoors. Then there are those who find it difficult to get outdoors, due to health or mobility limitations. There are also those who, because of our work or school schedules, find it difficult to get out into wild places except on weekends or holidays. What Wendell Berry calls “the peace of wild things” is one of my favorite ways to seek inner peace; but there can be times when it’s hard to do, and even though it works for me, it doesn’t work for everyone.

This is going to be a theme for the first part of this sermon: There are many techniques for finding inner peace. But since we are all different, some techniques will work well for some people, but not others. And since we all change over time, a technique that works for you now might not work for you a few years from now; or a technique that didn’t work for you in the past might work for you now; or you might have a technique that you like but you just don’t have the time you need to devote to it right now.

So with that in mind, let’s take a look at some techniques for finding inner peace. I’d like to start with an ancient Western technique for finding inner peace: prayer. In Western culture we usually think of prayer as a Christian practice, but it’s not that simple. Jews were praying before Christianity existed, and so were the ancient Greeks and Romans. Since both Jewish prayer and ancient pagan prayer predate Christianity, we should think of Christian prayer as just one subset of Western prayer practices and techniques. Today, there are humanists and atheists who pray, not because they believe in God — obviously they don’t — but because the technique of prayer is a part of our Western cultural inheritance.

When we think of prayer more broadly, it tends to subvert the usual conceptions we have about prayer. Pop culture has reduced prayer to asking God for something you want. This is known as petitionary prayer, because you’re petitioning God for something. Scientists have even studied this aspect of prayer — what happens when people pray for someone who is sick, does it improve their health outcome? But petitionary prayer is only a part of the Western prayer tradition, and I’d like to look at two forms of Western prayer that are aimed at improving your inner peace.

First there’s the technique called contemplative prayer, or as it has been popularized in recent years, centering prayer. The famous Trappist monk Thomas Merton did much to popularize this kind of prayer with his 1971 book titled “Contemplative Prayer.” As a Christian, Merton described centering prayer as a practice where you simply focus your attention on the Christian god. Non-believers use this prayer technique by focusing attention on this present world. So Henry David Thoreau, for example, wrote about sitting outside his cabin at Walden Pond and becoming “rapt in a revery” for hours at a time; I’d say that what Thoreau was doing was a type of centering prayer that focused, not on God, but on the natural world. Centering prayer is specifically designed to achieve inner peace through the contemplation of that which is good in this world.

A second type of prayer that can help achieve inner peace is the practice of remembering others in your prayers. Traditionally, in Western folk practice, during your daily prayers you’d go through a mental list all the people whom you think might need or appreciate prayers. Sometimes this takes the form of petitionary prayer — petitioning God to heal someone from cancer, for example — but often it takes the form of simply thinking of people who are important to you. Humanists and atheists who pray aren’t going to petition God, but they may still devote part of their prayer time thinking of people they know who might appreciate their attention. Prayer lists like this aren’t specifically designed to achieve inner peace, but I’ve seen how people who remember others in their prayers do in fact achieve some degree of inner peace. This makes sense to me, because reminding yourself of how you are connected to other people you can be a calming influence. It’s a way of remembering the ties of love that bind you to other people and give your support. And while praying for people who are ill or facing other troubles may or may not help them, I’ve seen how it can have a calming effect on the person who is praying.

So both centering prayer and old-fashioned prayer lists can help some people achieve inner peace. However, prayer doesn’t work for everyone. I’m one of the people it doesn’t work for. For some years, I tried many kinds of prayer, including centering prayer and prayer lists, and I finally concluded that prayer just doesn’t do much for me. But prayer does help a great many people achieve inner peace, and you can’t know if it works for you until you give it a serious trial.

Next, let’s consider meditation and mindfulness as techniques for achieving inner peace. Meditation and mindfulness became popular in this country in the middle of the last century. Most of these meditation and mindfulness practices came from Hindu or Buddhist traditions. Transcendental Meditation, a hugely popular meditation practice in the 1970s and 1980s, came out of the Hindu tradition. Sitting meditation, which also became hugely popular in the 1970s and 1980s, was popularized in large part by Zen Buddhist practitioners like Alan Watts. People like Dr. Herbert Benson also created secular adaptations of meditation and mindfulness. In his 1975 book “The Relaxation Response,” Benson claimed that all you needed was some mental device to keep your mind from wandering, along with a passive attitude towards the process. According to Benson, you didn’t need the arcane mantras of something like Transcendental Meditation, nor did you need the elaborate religious structure of something like Zen Buddhism. Through such secular adaptations, many humanists and atheists have adopted meditation and mindfulness practices.

Meditation and mindfulness are now a part of mainstream culture. Schools teach meditation to children and teens to help lower stress, and maybe find some inner peace. Some employers offer meditation classes and meditation rooms in the workplace. When you talk about achieving inner peace, many people assume that means meditating or engaging in mindfulness practices. This tends to annoy Christians and Jews who feel that prayer can offer the same benefits as meditation and mindfulness; how come it’s OK to teach Eastern religious techniques in the schools, but not Western religious techniques? I don’t want to get in the middle of that particular religious debate, but I do want to point out that meditation and mindfulness don’t work for everyone. Recent research has shown that a minority of people experience negative effects from meditation and mindfulness. I’m actually one of those people. I meditated for years, and meditation did help me achieve some degree of inner peace, but there were enough times that it didn’t make me feel good that I finally stopped.

Sadly, then, although I gave both meditation and prayer a fair trial, although I had some success with both, eventually I wasn’t able to make them work. This, by the way, makes me feel inadequate as a minister; I’m supposed to be setting an example, yet here I am, a failure at both prayer and meditation, the two most popular techniques for achieving inner peace. Yet just be cause I failed doesn’t mean that you’re going to fail. If you’re searching for techniques to achieve inner peace, it’s worth trying prayer and meditation techniques.

My failures with prayer and meditation have led me to an interesting conclusion that I think might be helpful to others. Part of my problem with both prayer and meditation arose because they are basically solitary activities. Yes, you can go to a meditation group, or you can join a prayer group, but prayer and meditation ultimately take place inside your head. I find this is also true in seeking out the peace of wild things: in Wendell Berry’s poem, he went out by himself to spend time with the wild drake and the heron. All this makes sense, because in order to achieve inner peace, you do need to spend some time in your head.

Yet I began to realize what worked best for me were practices where I had to interact with other people. I think I first became aware of this through making music with other people. I’ve never found much inner peace in practicing music on my own, but I realized that doing music with other people was a fairly reliable way for me to achieve a degree of inner peace. Maybe in part this was because I’m not an especially good musician, and it was much more satisfactory to do music with people who are good musicians. Regardless of my own failings as a musician, I consistently found that when I did music with other people, I felt an increase in inner peace.

Then I realized that the same thing was true of congregational life. When I was cooperating with other people in the congregation to make something happen, I could feel myself growing more peaceful. Although I didn’t have much success with individual spiritual practices like prayer or mindfulness or meditation, the experience of being part of a religious community did help me achieve inner peace. As more and more people began to say they were “spiritual but not religious,” I began to call myself “religious but not spiritual.” That is, although I was kind of a failure at individual spiritual practices, the communal and social aspects of communal religion did lead me to inner peace.

I’ll give you some specific examples of communal religious activities that have helped me achieve at least some inner peace. And while you may skeptical about some of my examples, hold on to your doubts for a bit and I’ll try to explain.

One obvious example of a communal religious practice that has provided me with some inner peace is being part of a congregation’s choir. I’ve sung in traditional choirs, once or twice with a gospel choir, with a folk music group, and now I play in this congregation’s bell choir. As I said before, I’m not an especially good musician, and I often find participating in choirs is difficult and frustrating — at the end of bell choir rehearsal, I often feel like my head is going to explode. Yet despite the frustrations, the sense of coming together with other people to do something I couldn’t do alone makes me feel less anxious and less alone, and ultimately moves me towards a feeling of inner peace.

I also love being part of a team teaching in religious education programs. Last year, I taught in our OWL comprehensive sexuality education program with Mark and Holly; this year I’m teaching in the Coming of Age program with Tracey; and in the summer I help Ngoc run the ecology camp. Just like participating in a choir, teaching is often difficult and frustrating. Yet here again, despite the frustrations, I find I benefit the social aspects, both working with other adults and working with the kids. Teaching always takes me out of my own little personal concerns so that I feel a part of something larger than myself; that in turn lowers my levels of stress and anxiety; and that ultimately leads to a sense of inner peace.

Another communal religious practice is committee work. I am not very good at committee work; I’m too impatient, and sometimes I find it hard to take the long view. But working with other people towards a common goal turns out to be good for me. If I can get past my impatience, if I can work through my frustrations, I eventually find I feel more peaceful when I’m a part a group working on a project together.

I could go on, but you get the idea: working with other people to make a religious community function can lower stress and anxiety, reduce loneliness and isolation, and ultimately help us achieve a greater degree of inner peace. There may be a simple reason why this is so — perhaps it is merely because we humans are tribal animals, and we are meant to be working with others — and there may also be a deeper spiritual reason — we humans need to strive towards something greater than our individual selves.

Whatever the case may be, I would argue that these days in-person contact and cooperation has become perhaps the most important benefits of religious communities. This is because we have so few opportunities to work together selflessly with others. We are increasingly isolated in today’s society. We increasingly buy everything we need online, so we don’t even have to go to the store any more. As a result, we’re in the midst of a well-documented epidemic of loneliness epidemic. Loneliness and isolation reduce your sense of inner peace, and yet there are fewer and fewer places where we can join with other people to work together on values-based projects. Because of this, while solitary spiritual practices like taking walks in the woods or meditating or praying still offer spiritual benefits, today the most important spiritual benefits come from being part of a religious community.

We live in a strange world these days, where people on both sides of the political divide are convinced that they no longer have anything in common with the other side. We’ve gotten to this point in part because we spend so little time working together in face-to-face communities like First Parish. And with the diminishment of community life has come loneliness and isolation. We try to repair the damage through social media, but it turns out social media only makes things worse. It becomes a downwards spiral. The unsurprising result is a steep increase in anxiety and depression, political conflict, and a general feeling of malaise. Our lack of community involvement has greatly decreased our inner peace.

So it is that I’ve come to believe that in this historical moment, the most effective technique for seeking inner peace is through community. It’s fine to seek the peace of wild things through solitary walks in the woods, but remember that Henry Thoreau actively participated in anti-slavery meetings while lived at Walden Pond. Prayer and meditation are well worth your while, but then you need a community to make sense out of the prayers and meditation. It is through being in community that we may transcend our troubles and worries, and return to the sense of inner peace.